A sample of 72 nuclear power plant operators in requalification training at a southeastern nuclear power facility was studied to investigate the role of trainees' perceptions of their self-regulatory activities in explaining achievement in an industrial training setting. Respondents completed the Self-Regulatory Activities Survey, which was a 46-item questionnaire consisting of the 24 items of the Self-Efficacy for Self-Regulated Learning survey and the 22 items on self-regulatory practices from the Inventory of Learning Styles. The responses were subjected to a stepwise multiple regression analysis with achievement scores as the dependent variable. The hypothesized explanatory variables were educational level, years of experience, operator classification, and each of the five factors of the Self-Regulatory Activities Survey. The scores ranged from 13 to 20, the mean for achievement was 17.37, and the standard deviation was 1.90. The stepwise regression indicated that, together, the following five variables contributed to 33% of the variance: processing ability, experience, job level, external regulation strategies, and learning strategies. The stability of the self-regulation constructs identified in the training setting was said to be especially important in business and industry as was the finding that learning strategies and information processing strategies can be taught to employees. (Contains 13 references.) (MN)